A Comparative Study Of Pedagogical Content Knowledge Between Expert And Novice Chinese Teacher In High School

As a core of teacher knowledge,Pedagogical Content Knowledge(PCK)plays a crucial role in teacher professional development.The way teachers construct and develop PCK and apply it to classroom teaching practice is one of the problems that restrict the professional development of teachers.In this paper,literature research method is used to sort out the research results of PCK at home and abroad to understand the research status and research focus of it,so as to determine the theoretical analysis framework and research ideas.This study also adopts case study method.I selected one expert teacher A and two novice teachers B and C from a high school in the province as research objects,and conducted a description and analysis of the interviews and classroom records to compare the situation of their PCK from five aspects——Chinese curriculum and teaching material knowledge,Chinese subject knowledge,Chinese pedagogical knowledge,Characterization knowledge of Chinese pedagogical and knowledge about students.The specific performance and causes of differences between the PCK of expert teacher and novice teacher are discussed,and suggestions are provided for how high school Chinese teachers can construct and develop it.The following inspirations are obtained from the comparison results:(1)The internal factors of PCK influence each other;(2)PCK is the most important prerequisite for the teacher professional development;(3)The construction and development of PCK run through every stage of the teacher education.This paper summarizes the related research of PCK,combines the problems found in the research and proposes suggestions for the development of high school Chinese teachers' PCK from the aspects of individual teachers,high schools and teacher education:1.Suggestions for individual teachers:(1)Establish a sense of teaching reflection and accumulate teaching wisdom;(2)Pay attention to self-development and promotion,and actively participate in teaching activities.2.Suggestions for high school:(1)Build a Chinese teacher cooperation culture and establish a teacher learning community;(2)Guarantee the systematicness and completeness of the development process of novice teachers.3.Suggestions for teacher education:(1)Pre-service teacher training should pay attention to the integration of professional knowledge and Chinese language education;(2)In-service teacher training should enhance the pertinence and practicality of training.